RTI (Response to Intervention) and HET

HET offers Solutions for School Reform and Improvement
Response To Intervention (RTI) solutions can be found in the systemic implementation of the Highly Effective Teaching (HET) Model in your school and district. The HET Model is a brain-compatible educational model that can greatly strengthen the core curriculum and instruction (Tier 1) for all students, assist in developing a structure for providing additional support (Tier 2) and guidance for targeting interventions, as well as offering suggested behavioral solutions toward intensive interventions and progress monitoring (Tier 3). Addressing the academic and behavioral needs of students can only start from providing a safe (perceived or real) learning environment and determining the culture for lifelong learning. When partnered with other intervention and data-monitoring structures, a powerful solution can be attained.

What is RTI? The Response To Intervention is the practice of providing high-quality instruction/intervention matched to student needs AND using learning rate over time and level of performance to make important educational decisions.

• RTI Defining Features:
  • universal screening
  • student performace
  • data-based decision making and problem solving
  • continuum of evidence-based interventions
  • implementation with fidelity
  • continuous progress monitoring
• RTI Core Principles:
  • We can effectively teach ALL children
  • Intervene early
  • Use a multi-tier model (refer to diagram) of service delivery
  • Use a problem-solving methodology
  • Use research-based, scientifically validated interventions/instruction
  • Monitor student progress to inform instruction
  • Use data to make decisions
  • Use assessment for three different purposes (1. screening, 2. diagnostics, 3. progress monitoring)

Specific Components of the HET Model that assist with RTI
The systemic implementation of the HET Model in classrooms, schools, and districts can greatly enhance intervention strategies directly related to RTI. Although complete implementation of the HET Model may take up to five years, several elements can be put in place immediately following an HET professional development training (Listed by Tiers).

HET components addressing Tier 1: CORE

• Creating a Culture of Respectful Relationships
• Lifelong Guidelines and LIFESKILLS
• Five HET Learning Principles
  • Intelligence is a Function of Experience
  • Learning is an Inseparable Partnership Between Body and Brain
  • There are Multiple Intelligences
  • Learning Is a Two-Step Process
  • Personality/Temperament Impacts Learning and Performance
• Conceptual Curriculum (integrated and differentiated) that is embedded with state standards

HET components addressing Tier 2: TARGETED

• All of the Tier 1 points, plus...
• Targeted implementation of expanded Written Procedures
• Implementation of the Nine BodyBrain-Compatible Elements
• Instructional Strategies to promote Engagement, Relationships, Relevance, and Purpose
• Staff Modeling of appropriate behaviors and Target Talk
• Regular exploration through High-Sensory Being There Experiences
• Smaller groups of peer Learning Clubs (smaller student ratio to instructional staff)
• Community-Building activities (such as Town Hall meetings)
• Classroom Management and effective peer Leadership

HET components addressing Tier 3: INTENSIVE

• All of the Tier 2 points, plus...
• Instructional Strategies targeting Collaboration, Organization, Reflection, and Engagement
• Frequent use of Graphic Organizers, including those needed to redirect behaviors
• Creation of an "Australia" area or Quiet Zone for students to reflect, cool-down, and diffuse
• Regular implementation of Movement Activities within each lesson
• Social/Political Action to expand learning beyond the classroom
• Understanding Zielke's NeuroBehavioral Science (and the Quadrants of At-Risk Behaviors)
• Re-wiring the Brain for self-managing behaviors (using "centered" behavior responses)
  • immediate intervention; de-escalation techniques
  • redirect expectations
  • assign consequences directly related to offenses
  • be clear, direct, and concise
• Recognition of the basic Needs (based on Glasser's Control Theory and Gossen's Restitution)
• Project-Based and Student-Driven assignments